Table and panel furniture system

ABSTRACT

A table assembly comprising a table including a top member and at least a first leg support member, the top member forming a substantially flat top surface and circumscribed by an outer edge, the at least one leg support member supporting the top member in a substantially horizontal position, a table dock secured to the top member and forming an elongated channel having a dock length dimension and at least a first display panel circumscribed by a panel edge and having at least one straight edge having a panel length dimension, the dock length dimension less than panel length dimension, wherein at least a portion of the straight edge of the panel is receivable within the dock channel with the panel extending out the open first and second ends of the channel to support the panel in a substantially upright orientation with at least a portion of the display panel extending to a height above the flat top surface.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation application of U.S. patentapplication Ser. No. 16/022,063, filed on Jun. 28, 2018, which iscontinuation application of U.S. patent application Ser. No. 15/650,584,filed on Jul. 14, 2017, which is continuation application of U.S. patentapplication Ser. No. 14/918,072, filed on Oct. 20, 2015, which is acontinuation of U.S. patent application Ser. No. 14/046,589 filed Oct.4, 2013, which is a continuation application of U.S. patent applicationSer. No. 14/007,770, filed on Sep. 26, 2013, which claims priority toPCT patent application No. PCT/US13/27621, filed on Feb. 25, 2013, whichclaims priority to U.S. Provisional Patent Application Ser. No.61/603,642, filed Feb. 27, 2012, all of which are incorporated herein byreference in their entirety.

STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH OR DEVELOPMENT

Not applicable.

BACKGROUND OF THE DISCLOSURE

The present disclosure relates to classroom configurations and furnitureand more specifically to a furniture system that can be reconfigured inmany different ways to foster interaction, sharing and cooperativelearning as well as small group discussions.

Traditional classrooms have been designed to focus attention on oneperson, a teacher or instructor, typically located at the front of theclassroom. Here, the idea has been to configure classrooms based on thepremise that instructors teach and students learn and, while there maybe some communication between instructors and individual students duringteaching sessions (e.g., questions and answers, etc.), small groupdiscussions were to occur outside the normal teaching session hours andcommunications from students during a teaching session were to flowthrough the instructor to other students.

To concentrate student attention on an instructor, instructor focusedclassrooms are typically equipped with a large blackboard or whiteboardalong a front wall of a classroom space with large numbers of studentchair/desk combinations or chair/table combinations arranged in rows andcolumns throughout the remainder of the space to orient students to facethe instructor's whiteboard or the like. In some cases a lectern may beprovided between the instructor's whiteboard and the students to supporta teacher's presentation materials with the teacher generally in frontof the students during a presentation.

In some cases chair/table combinations include tables or table and chaircombinations that are permanently secured in place within a classroom.Permanently secured tables/chairs ensure an orderly appearance and alsoreduce the amount of noise from moving furniture during class sessions.In other cases tables and chairs are free standing and can be movedaround within a classroom to be rearranged.

In at least some cases it has been recognized that in a classroom, inaddition to a primary instructor, many students bring experiences,tools, knowledge and other resources to the classroom that can be sharedwith others to enhance the learning experience. Additional studentexperiences are particularly prevalent at the college level and abovewhere many students have unique practical work and/or life experiencesthat relate to classroom topics from which all students and instructorscan benefit.

While some students are comfortable sharing their experiences andthoughts in large classroom settings, others are not and instead preferto share their experiences and thoughts in smaller groups. For instance,some students may simply be shy and not want to discuss their thoughtsin front of a large group of peers. For this reason many educationinstitutions have developed curriculum whereby large classroom groupsare routinely broken into smaller groups (e.g., 2-5 students) tofacilitate small group discussions or to work on small group projects orproblems so that students that prefer to share in smaller groups have anopportunity to more fully participate in activities. In many cases aftertopics have been discussed in small groups, those small groups are thencalled on to share their thoughts and experiences with a larger group.

One way to present small group thoughts to a larger group is to have arepresentative of each small group present to the larger group. In somecases small group representatives may be called on to present thoughtsvia a whiteboard at the front of a classroom. While presentation via alarge whiteboard works well for some students, again, others may be shyor self-conscious about their hand writing and may therefore beuncomfortable being the representative for their small group.

In addition to being used for large group and small group activities,classrooms are often used for dyadic (i.e., one on one) or individualactivities. For instance, during testing, students often workindividually to complete their work. As another instance, when a lectureor small group activities are completed prior to the end of a classperiod, the remaining time may be used individually to get a head starton homework. As one other instance, after lecture and small groupactivities are completed, a teacher may hold dyadic conferences withstudents at a teacher's desk while other students work at their desks.

While some teachers like using a lectern to support and organizeteaching materials, others like to move around in a classroom during asession to maintain student interest and to assume different vantagepoints. For instance, many teachers get right up in front of students attimes without any lectern or table between the teachers and the studentsto more personally engage students in the materials being presented. Atother times, after information has been presented via a large whiteboardor the like at the front of a classroom, a teacher may opt to stand offto the side of the whiteboard while discussing whiteboard information sothat students can better view the information with minimal distractionfrom the teacher.

Thus, many large classroom spaces are used to facilitate many differenttypes of activities during a class period. Various tools have beendeveloped to help students and teachers work more effectively in theirclassroom activities. For instance, many classrooms are now equippedwith moving tables and chairs that can easily be rearranged to bestfacilitate a teacher centric large group lecture, small groupactivities, dyadic activities and even individual activities. Inaddition, portable easels that support whiteboards have been developedthat can be used by small groups to memorialize their thoughts to beshared with a large class group.

While known tools have solved some of the problems associated withmultiuse classrooms, other problems still persist. For instance, evenwhen tables are rearranged to accommodate small group activities, theresulting arrangements often leave small groups visually and audiblyexposed to the larger group environment which can have a dampeningeffect on participation by less confident students. As another instance,even when a whiteboard is dedicated to a small group, some shy studentswill hesitate to get up and add information to the whiteboard whichoperates as a barrier to sharing information. As still one otherinstance, in many cases, while a whiteboard dedicated to a small groupwill help students in that small group memorialize their thinking, thosewhiteboards are not easily sharable with a larger class group. As oneother instance, during testing and individual activities, students areoften exposed within the large group space which can adversely affect astudent's concentration and result in lower test scores. As anotherinstance, while a teacher may prefer to move to different locationsduring a lecture, often times teachers feel a need to have access totheir teaching materials at all times and therefore stay near a lecternthat supports their materials which has an adverse effect on the resultsof the teacher's efforts to convey material. Here, one solution has beenfor teachers to hold their teaching materials (e.g., a book) whilemoving around but that solution can be physically burdensome on ateacher if used for longer than a few minutes.

BRIEF SUMMARY OF THE DISCLOSURE

The following presents a simplified summary of the invention in order toprovide a basic understanding of some aspects of the invention. Thissummary is not an extensive overview of the invention. It is intended toneither identify key or critical elements of the invention nor delineatethe scope of the invention. Its sole purpose is to present some conceptsof the invention in a simplified form as a prelude to the more detaileddescription that is presented later.

It has been recognized that relatively small whiteboards can be used ina classroom setting for expressing individual and small group thoughtsas well as for quickly reconfiguring classroom space to facilitatevarious types of learning activities. To this end, small whiteboardpanels may be used by individuals or small groups of students to captureand memorialize thoughts. In at least some cases the small whiteboardpanels are sized so that they are suitable for a student to support inher lap while adding information to the panel surface in a semi-privatemanner.

After information is added to a whiteboard panel, the whiteboard panelcan be supported by a table, an easel or other supporting structure formembers of a small group or of a larger group to view. In addition, thetables can be fitted with structure to support one or more whiteboardpanels in vertically upright positions to operate as space dividers thatincrease the sense of privacy within the larger space for individuals orsmall groups. For instance, two whiteboard panels may be supported by astudent table on opposite sides of the portion of the table to be usedby the student to facilitate individual student activities. As anotherinstance, several panels may be supported along lateral edges of twotables with rear edges of the tables abutting to provide a four studentspace to facilitate a small group activity.

It has also been recognized that the relatively small whiteboard panelscan be stored below student tables in an orderly fashion to eliminateclutter within a larger classroom. In at least some embodiments thewhiteboard panels are hung below table tops along lateral edges of thetops.

It has further been recognized that a portable easel structure can beprovided that can support a plurality of whiteboard panels forsimultaneous viewing during teacher based or small or large groupcollaborative sessions. When panels are sized for individual use, thepanels tend to be relatively small. A plurality of small panels can beviewed simultaneously in a fashion similar to sheets of paper from aflip chart and therefore a portable multi-panel supporting easel isadvantageous.

Moreover, it has been recognized that a portable table/lectern assemblymay be provided that can be used to support a teacher at many differentlocations and in many different positions during a class period. In thisregard, at least some embodiments include a teacher table assembly thatincludes a horizontally supported table top and a lectern member orshelf that is supported above the table top for movement to variouslocations relative to the table top. Exemplary lectern member locationsinclude locations where the lectern member is over a front edge of thetable top and where the lectern member is over a rear edge of the tabletop. When the lectern member is over the front edge of the table top, ateacher can stand behind the lectern with the table assembly between theteacher and students while participating in activities. When the lecternmember is over the rear edge of the table top, the lectern member cansupport teaching materials at a location where the teacher is out infront of the students as opposed to being behind the lectern. In atleast some embodiments the lectern member can also be moved to alocation above a side edge of the table top to support a teachergenerally to the side of the top. In this position the teacher may wantto be located to the side of information presented via a largewhiteboard or the like at the front of a classroom. To further get outof the way of presented information, a teacher may move the entireteacher's table assembly to one side of the lecture space.

Consistent with the above comments, at least some embodiments of thedisclosure include a furniture system for use in a classroom, thefurniture system comprising a table assembly including a top member andat least a first leg support member, the top member forming asubstantially flat top surface and circumscribed by an outer edge, theat least one leg support member supporting the top member in asubstantially horizontal position, a table dock supported by the tableassembly adjacent the top surface and forming a table dock channel thatopens upwardly where the dock channel is unobstructed by the top member,at least a first substantially flat display panel including a displaysurface on at least a first of two oppositely facing and substantiallyparallel side surfaces, the panel circumscribed by a panel edge and aneasel assembly spaced apart from the table assembly and including aneasel coupler, wherein the panel edge is receivable within the tabledock channel to support the display panel in a substantially verticalorientation adjacent the flat top surface and wherein the display panelis alternatively engageable with the easel coupler to be supported in asubstantially vertical orientation spaced apart from the table assembly.

In at least some cases the table assembly further includes a tablecoupler mounted below the top member wherein the coupler is configuredto releasably support the display panel in a storage position hangingsubstantially vertically downward below the top member. In some casesthe top member has a substantially rectangular shape including a depthdimension and a length dimension and wherein the table coupler islocated along a lateral edge portion of the outer edge that extendsalong the depth dimension so that the whiteboard panel extends downwardbelow the lateral edge when in the storage position. In some cases thepanel forms a handle opening adjacent a top edge portion of the paneledge and the table coupler includes at least a first substantiallyhorizontal post that passes through the handle opening to support thedisplay panel in the storage position.

In some cases the distal end of the substantially horizontal post islocated below a bottom surface of the top member. In some cases thetable dock is located adjacent a lateral edge portion of the outer edgeand has a top edge that is at substantially the same height as the topsurface. In some cases the table forms an opening in the top surface andwherein the table dock includes a grommet inserted in the opening thatincludes first and second substantially parallel and vertical dock wallmembers that extend upward from the top surface, the dock wall membersforming the dock channel. In some cases both the easel assembly and thetable assembly are mounted on wheels so that the assemblies can be movedabout the classroom.

In some cases the panel forms a handle opening adjacent a top edgeportion of the panel edge and the easel coupler includes at least afirst substantially horizontal post that passes through the handleopening to support the display panel. In some cases the easel assemblyincludes a track mounted to a wall and wherein the horizontal post ismounted to the track for sliding motion there along. In some cases theeasel assembly includes a frame and the easel coupler includes at leasta first substantially horizontal track member supported by the frame,the track member forming at least a first upwardly opening track channelthat grips a lower edge portion of a panel edge when a display panel issupported by the easel assembly.

In some cases the track member forms at least a second upwardly openingtrack channel that extends along the first track channel, the secondtrack channel gripping a lower edge portion of a panel edge when adisplay panel is received therein so that panels may be supported by thetrack member in an overlapping orientation. In some cases the displaypanel has a substantially rectangular shape having perpendicular widthand length dimensions and wherein the panel may be supported by each ofthe table dock and the track member with either of the depth width andthe length dimension extending vertically.

Some cases further include a plurality of display panels wherein eachdisplay panel has a substantially rectangular shape having perpendicularpanel width and panel length dimensions and wherein the track channelgrips lower edge portions of at least two of the display panels tosupport the panels edge to edge. Some cases further include at least asecond easel coupler including at least a second substantiallyhorizontal track member supported by the frame, the track member formingat least a second upwardly opening track channel that grips a lower edgeportion of a panel edge when a display panel is supported by the easelassembly.

In some cases the second track member is supported by the frame belowthe first track member. In some cases the display panel includeswhiteboard material on the first and second oppositely facing sidesurfaces. In some cases the display panel includes a flat panelelectronic display having a viewing surface on at least the first sidesurface.

Other embodiments include a furniture system for use in a classroom, thefurniture system comprising a plurality of substantially flat displaypanels, each panel including a display surface on at least a first offirst and second oppositely facing and substantially parallel sidesurfaces, each panel circumscribed by a panel edge, a table assemblyincluding a top member and at least a first leg support member, the topmember forming a substantially flat top surface and circumscribed by anouter edge, the at least one leg support member supporting the topmember in a substantially horizontal position, at least a first tabledock supported by the table assembly adjacent the top surface, the firsttable dock forming a first dock channel that opens upwardly where thedock channel is unobstructed by the top member, the dock channel havinga width dimension so that when an edge portion of one of the panels isreceived within the dock channel, the dock channel grips the edgeportion and supports the panel in a substantially vertical orientationadjacent the flat top surface and an easel assembly separate from thetable assembly and including a frame and at least a first substantiallyhorizontal track member supported by the frame, the track member formingat least a first upwardly opening track channel, the track channelhaving a width dimension so that when an edge portion of one of thepanels is received within the track channel, the track channel grips theedge portion and supports the panel in a substantially verticalorientation.

Some embodiments further include second and third table docks supportedby the table assembly adjacent the top surface, the second and thirdtable docks forming second and third dock channels that open upwardlywhere the dock channels are unobstructed by the top member, each of thesecond and third dock channels having a width dimension so that when anedge portion of one of the panels is received within the dock channel,the dock channel grips the edge portion and supports the panel in asubstantially vertical orientation adjacent the flat top surface. Insome cases the easel assembly further includes at least a secondsubstantially horizontal track member supported by the frame below thefirst track member, the second track member forming at least a secondupwardly opening track channel, the second track channel having a widthdimension so that when an edge portion of one of the panels is receivedwithin the second track channel, the second track channel grips the edgeportion and supports the panel in a substantially vertical orientationbelow the first track channel.

In some cases each of the panels has a substantially rectangular shapehaving perpendicular width and length dimensions and wherein each of thefirst and second track members has a track length dimension that isgreater than the length dimension of each of the panels so that each ofthe first and second track members can receive edge portions of at leasttwo panels in an edge to edge orientation. In some cases each of thedisplay panels includes whiteboard material on the first and secondoppositely facing side surfaces. In some cases each of the displaypanels includes a flat panel electronic display having a viewing surfaceon at least the first side surface.

Some embodiments include a furniture system for use in a classroom, thefurniture system comprising a plurality of substantially flat andsubstantially rectangular display panels, each panel including a displaysurface on at least one of first and second oppositely facing andsubstantially parallel side surfaces and having perpendicular panelwidth and length dimensions, each panel circumscribed by a panel edge, atable assembly including a top member and at least a first leg supportmember, the top member forming a substantially flat top surface andcircumscribed by an outer edge, the at least one leg support membersupporting the top member in a substantially horizontal position, atleast a first table dock supported by the table assembly adjacent aportion of the outer edge of the top member, the first table dockforming a first dock channel that opens upwardly and extends along theadjacent portion of the outer edge of the top member where the dockchannel is unobstructed by the top member, the dock channel having awidth dimension so that when an edge portion of one of one of the panelsis received within the dock channel, the dock channel grips the edgeportion and supports the panel in a substantially vertical orientationadjacent the flat top surface and an easel assembly separate from thetable assembly and including a frame and at least first and secondsubstantially horizontal track members supported at first and secondheights on a first side of frame, respectively, wherein the differencebetween the first and second heights is greater than each of the panelwidth and length dimensions, each of the track members forming at leasta first upwardly opening track channel having a width dimension so thatwhen an edge portion of one of a panel is received within the trackchannel, the track channel grips the edge portion and supports the panelin a substantially vertical orientation.

Still other embodiments include a lectern assembly comprising a tableassembly including a top member and at least a first leg support member,the top member forming a substantially flat top surface at a firstheight and circumscribed by an outer edge that defines the boundaries ofa space column disposed above the top surface, the top member includingoppositely facing front and rear edge portions, the leg support membersupporting the top member in a substantially horizontal position, alectern support subassembly mounted to the table assembly and extendingupward to an upper end at a second height above the first height, asubstantially flat lectern member having oppositely facing top andbottom surfaces and circumscribed by a lectern member edge, the bottomsurface of the lectern member supported at the upper end of the lecternsupport assembly for movement between a plurality of differentjuxtapositions including at least a first juxtaposition where at least aportion of the lectern member resides outside and to a front edge sideof the space column and a second juxtaposition where at least a portionof the lectern member resides outside and to a rear edge side of thespace column.

In some cases the lectern support subassembly includes an arm assemblyhaving upper and lower ends, the lower end mounted to the top member forpivotal rotation about a first vertical axis, the upper end of the armassembly at a second height above the first height, the bottom surfaceof the lectern member mounted to the distal end of the arm assembly forpivotal rotation about a second vertical axis that is spaced apart fromthe first vertical axis by the arm assembly, wherein the arm assemblypivots with respect to the first vertical axis and the lectern memberpivots with respect to the second vertical axis to move the lecternmember between the first and second juxtapositions. In some cases theedge of the lectern member includes oppositely facing front edge andrear edge portions and wherein the rear edge portion of the lecternmember resides to a rear edge side of the space column when the lecternmember is in the second juxtaposition and wherein the front edge portionof the lectern member resides to a front edge side of the space columnwhen the lectern member is in the first juxtaposition.

In some cases the top member is substantially rectangular shaped andwherein the lectern member is substantially rectangular shaped. In somecases the proximal end of the arm assembly is mounted to the top membersubstantially midway between the front and rear edge portions of thetable top edge. In some cases the top member edge further includesoppositely facing first and second lateral edge portions that extendbetween the front and rear edge portions and wherein the proximal end ofthe arm assembly is mounted to the top member adjacent the first lateraledge portion.

In some cases the arm assembly and lectern member may be positioned inat least a third juxtaposition where at least a portion of the lecternmember resides outside and to a first lateral edge side of the spacecolumn. In some cases a notch is formed in the rear edge portion of thetop member, the lectern assembly further including a shelf membersupported by at least one of the leg support member and the top memberwithin a space below the notch at a third height that is lower than thefirst height and wherein at least a portion of the lectern memberresides above the shelf member when the lectern member is in the firstjuxtaposition. In some cases the second height is at least eight inchesabove the first height.

Some embodiments include a furniture configuration comprising a tableassembly including a top member and a leg structure, the top memberforming a substantially flat top surface and circumscribed by an outeredge, the leg structure supporting the top member in a substantiallyhorizontal position at a first height, a first table dock supported bythe table assembly adjacent the top surface and forming a table dockchannel that opens upwardly that is unobstructed by the top member, atleast a first substantially flat display panel having a display surfaceon at least a first of first and second oppositely facing andsubstantially parallel side surfaces, the panel circumscribed by a paneledge and a first storage coupler supported by the table assembly at asecond height below the first height, the storage coupler configured toreleasably receive the at least a first panel, wherein the display panelis positionable in at least a first use position with a portion of thepanel edge gripped in the dock channel and the display panel extendingvertically upward adjacent the top surface of the top member and asecond storage position with the display panel engaged by the storagecoupler and located below the top member and below the first height.

In some cases the panel forms a handle opening adjacent a side edgeportion of the panel edge and wherein the storage coupler includes atleast one substantially horizontal post located below an undersurface ofthe top member where the post passes through the handle opening tosupport the panel in the storage position. In some cases the horizontalpost resides below the table dock, the assembly further including asecond display panel, wherein when the first panel is gripped by thetable dock, the second panel is engageable with the horizontal post toreside in the storage position substantially parallel to the first paneland below the first panel. In some cases the top member is substantiallyrectangular including front and rear edges and first and second lateraledges, the first table dock and first storage coupler located adjacentthe first lateral edge, the assembly further including a second tabledock and a second storage coupler located adjacent the second lateraledge, the assembly further including at least a second display panelgrippable by the second table dock when in a use position and thatengages with the second storage coupler when in a storage position belowthe top member.

Some embodiments further include at least a first central table dockmounted to the top member between and spaced apart from the first andsecond lateral edges, the central table dock including first and secondwall members that extend upward from the first height and that form athird table dock for receiving and gripping an edge of a display panel.In some cases the display panel includes an electric flat panel display.

Still other embodiments include an easel assembly comprising a pluralityof substantially flat and substantially rectangular display panels, eachpanel including a display surface on at least a first of two oppositelyfacing and substantially parallel side surfaces and having perpendicularpanel width and length dimensions, each panel circumscribed by a paneledge, an easel frame structure, at least first and second track memberssupported on one side of the easel frame and extending substantiallyhorizontally, the first track member supported at a height above theheight of the second track member, the first and second track membersforming first and second track channels, respectively, each of thechannels dimensioned to grip an edge portion of a panel edge when adisplay panel is supported by an associated track member, the first andsecond track members spaced apart and juxtaposed such that when thefirst and second track members support first and second panels,respectively, the first surfaces of the first and second panels aresubstantially coplanar with the first panel located above the secondpanel.

In some cases each of the first and second track members has a lengthdimension that is greater than the width dimension of the panels so thateach track member can support at least two panels in a side by sidefashion. In some cases the length dimension of each of the track membersis substantially twice the width dimension of one of the panels.

Some embodiments further include at least third and fourth track memberssupported on a second side of the easel frame opposite the first sideand extending substantially horizontally, the third track membersupported at a height above the height of the fourth track member, thethird and fourth track members forming third and fourth track channels,respectively, each of the channels dimensioned to grip an edge portionof a panel edge when a display panel is supported by an associated trackmember, the third and fourth track members spaced apart and juxtaposedsuch that when the third and fourth track members support third andfourth panels, respectively, the first surfaces of the third and fourthpanels are substantially coplanar with the third panel located above thefourth panel.

In some cases the first and second channel open upwardly. Some casesfurther include wheels mounted to the bottom of the easel frame. In somecases each of the first and second track members also forms a secondchannel that is parallel to the first channel for supporting additionalpanels that overlap the first and second panels.

The following description and annexed drawings set forth in detailcertain illustrative aspects of the present invention. These aspects areindicative, however, of but a few of the various ways in which theprinciples of the invention may be employed and the present invention isintended to include all such aspects and their equivalents. Otheradvantages and novel features of the present invention will becomeapparent from the following detailed description of the invention whenconsidered in conjunction with the drawings.

BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWINGS

The invention will hereafter be described with reference to theaccompanying drawings, wherein like reference numerals denote likeelements, and:

FIG. 1 is a perspective view of a student table assembly that includesvarious features that are consistent with at least some aspects of thepresent disclosure;

FIG. 2 is a top plan view of the table assembly shown in FIG. 1;

FIG. 3 is a front plan view of the table assembly shown in FIG. 1,albeit with two panels stored below a table top member and one panelsupported along a lateral edge of the table assembly;

FIG. 4 is a perspective view of a side dock assembly shown along a sideedge of the table shown in FIG. 1;

FIG. 5 is a perspective view of a coupler subassembly shown in FIGS. 1and 3;

FIG. 6 is a partial cross sectional view showing the side dock assemblyof FIG. 4 in end view along with the coupler subassembly of FIG. 5 incross sectional view;

FIG. 7 is a perspective view of the central dock compartment shown inFIG. 1;

FIG. 8 is a cross sectional view taken along the line 8-8 in FIG. 7;

FIG. 9 is a perspective view of one of the panel sub-assemblies shown inFIG. 3 that is consistent with at least some aspects of the presentdisclosure;

FIG. 10 is a perspective view showing three panels like the panel inFIG. 9 mounted to docks of the table shown in FIG. 1;

FIG. 11 is a partial cross sectional view taken along the line 11-11 inFIG. 10;

FIG. 12 is similar to FIG. 10, albeit showing three panels in storagepositions coupled to coupling assemblies like the assembly shown in FIG.5 below a table top member;

FIG. 13 is a perspective view of a class room space with a plurality ofthe table assemblies shown in FIG. 1 arranged in a lecture formationwhich also shows an easel assembly, a wall mounted panel supportassembly and a lectern/table assembly that are consistent withadditional aspects of the present disclosure;

FIG. 14 is a perspective view showing two table assemblies like theassembly in FIG. 1 with their front edges abutting each other to form asmall group discussion configuration;

FIG. 15 is a perspective view showing an easel assembly that isconsistent with at least some aspects of the present disclosure;

FIG. 16 is a partial side view of the easel assembly in FIG. 15, albeitwith one of the panel assemblies of FIG. 9 supported thereby;

FIG. 17 is a closer view of the rail of FIG. 16 with a panel supportedthereby;

FIG. 18 is similar to FIG. 15, albeit where a plurality of panelassemblies are supported by the easel assembly;

FIG. 19 is similar to FIG. 18, albeit where panels are supported in adifferent relative juxtaposition;

FIG. 20 is a perspective view showing the wall mounted panel supportassembly shown in FIG. 13 in detail;

FIG. 21 is a cross sectional view taken along the line 21-21 in FIG. 20;

FIG. 22 is a perspective view of the lectern/table assembly shown inFIG. 13;

FIG. 23 is a perspective view of the lower shelf assembly of FIG. 21;

FIG. 24 is a cross sectional view taken along the line 24-24 in FIG. 22;

FIG. 25 is a top plan view of the assembly shown in FIG. 22;

FIG. 26 is similar to FIG. 25, albeit showing a lectern subassembly in adifferent position;

FIG. 27 is similar to FIG. 25, albeit showing the lectern subassembly inanother position;

FIG. 28 is a top plan view similar to the view shown in FIG. 2, albeitwith a different type of central dock component that can supportmultiple panels in different orientations;

FIG. 29 is a top plan view similar to the view shown in FIG. 2, albeitshowing a table assembly including side dock components along a frontedge of a table top member as well as along side edges; and

FIG. 30 is a cross sectional view of another embodiment of a side dockcomponent and a portion of a panel that is consistent with at least someaspects of the present disclosure.

DETAILED DESCRIPTION OF THE DISCLOSURE

One or more specific embodiments of the present invention will bedescribed below. It should be appreciated that in the development of anysuch actual implementation, as in any engineering or design project,numerous implementation-specific decisions must be made to achieve thedevelopers' specific goals, such as compliance with system-related andbusiness related constraints, which may vary from one implementation toanother. Moreover, it should be appreciated that such a developmenteffort might be complex and time consuming, but would nevertheless be aroutine undertaking of design, fabrication, and manufacture for those ofordinary skill having the benefit of this disclosure.

Referring now to the drawings wherein like reference numbers correspondto similar elements throughout the several views and, more specifically,referring to FIGS. 1, 2 and 3, at least some aspects of the presentdisclosure will be described in the context of an exemplary studenttable assembly 10 that includes a table top member 12, a leg structureor subassembly 14, first and second side table dock assemblies 16 and18, and a central table dock or central dock component 20. Table topmember 12 includes an outer edge 22 that defines the top member shapewhich is generally rectangular and which more specifically includes astraight front edge portion 24, a rear edge portion 26 and first andsecond lateral side edge portions 28 and 30, respectively. Rear edgeportion 26 generally faces in a direction opposite the front edgeportion 24 and includes two equal length straight edge portions 26 a and26 b that form an obtuse angle α there between that is convex outwardly.The angle α between portions 26 a and 26 b serves to softly delineate aboundary between two halves of top member 12 where each half is intendedto be used by a single student. Thus, when a student approaches assembly10 to use the table assembly, the student will naturally assume aposition adjacent one of the straight edge portions 26 a or 26 b wherethe angle α will form a natural separation point.

Side edge portions 28 and 30 form identical and slightly obtuse angleswith straight front edge portion 24 so that side edges 28 and 30 angleslightly toward each other when moving from rear edge 26 toward frontedge 24. The angled side edges 28 and 30 operate to help studentsposition a plurality of table assemblies 10 lateral edge to lateral edgeto form an arc (see FIG. 13) about the location of a teacher during alarge group lecture session where lateral edges of student tables arearranged adjacent and substantially parallel to each other. Top member12 forms a central dock opening (not labeled) shown in FIG. 1 withcentral dock component 20 inserted centrally between lateral or sideedge portions 28 and 30 and adjacent rear edge 24.

Exemplary leg subassembly or support member 14 includes four relativelysimple elongated and rigid leg members 36 having casters or wheels 38mounted at bottom ends where top ends are mounted via mechanicalfasteners (e.g., screws) to the undersurface of top member 12, one legmember adjacent each of the four corners of member 12. The leg members36 support top member 12 so that a top surface of member 12 ishorizontal. Wheels 38 facilitate movement of assembly 12 within aclassroom space so that assembly 10 and other similar assemblies can berearranged to best suit various uses of the classroom space. At leastone, and in at least some embodiments, each of the wheels 38 is equippedwith a locking mechanism as well as a slightly tacky floor contactsurface (e.g., rubber) so that the wheels can be locked to prevent thetables from inadvertently moving when bumped by a student after thetables are positioned as desired.

Referring still to FIGS. 1 and 2, each of side table dock assemblies 16and 18 is similarly constructed and operates in a similar fashion andtherefore, in the interest of simplifying this explanation, onlyassembly 16 will be described in detail. Referring also to FIGS. 4 and5, assembly 16 includes a side table dock component or assembly 40 and astorage coupler component 42. In at least some embodiments each ofcomponents 40 and 42 is formed of molded polypropylene plastic or someother type of moldable resiliently deformable material. Other materialsand other ways of forming components 40 and 42 are contemplated.

Dock component 40 includes a channel forming member 44 and a mountingflange 46. Channel forming member 44 includes a base wall member 48 andfirst and second lateral wall members 50 and 52 that extend upwardlyfrom opposite long edges of base wall member 48 to form an elongatedU-shaped channel 54 that is open at opposite ends. Referring also toFIG. 6, ribs 51 and 53 are formed on facing surfaces or wall members 50and 52 near distal edges thereof that extend toward each other. Mountingflange 46 is integrally formed with channel forming member 44 andextends perpendicular to lateral wall member 50 and from the edge ofwall member 50 that connects to base wall member 48. Flange 46 forms aplurality of mounting holes 57 for mounting dock component 40 to theundersurface of top member 12 as described hereafter.

Referring to FIGS. 5 and 6, storage coupler component 42 includes amounting flange 60, a shoulder member 62 and first and second fingermembers 64 and 66 that are all integrally formed into a single member.Flange 60 is a generally flat member that forms a plurality of mountingholes 61 that are arranged in a pattern similar to the mounting holes 57formed by flange 46 (see again FIG. 5) so that the holes in the twoflanges 46 and 60 can be aligned during mounting. Shoulder member 62 isa flat rigid member that extends perpendicular to flange 60 andgenerally from one long edge thereof to a lower edge. Finger members 64and 66 extend from opposite ends of and perpendicular to shoulder member62 to the same side of shoulder member 62 as does flange 60. Each fingermember 64 and 66 forms a rib 68 adjacent a distal end. Members 64 and 66are spaced apart by a width that will accommodate the width of a normalsize adult hand. For instance, in at least some cases finger members 64and 66 are spaced apart approximately three to four inches.

Referring to FIGS. 1 through 4 and FIG. 6, side dock component 40 may bemounted along an edge of top member 12 alone by using screws to mountflange 46 to the undersurface of member 12 with channel 54 adjacent oneof the edges of member 12. In the illustrated embodiments component 40is mounted adjacent a lateral side edge portion 28. In other embodimentsthe complete assembly including components 40 and 42 may be mountedtogether to the undersurface of member 12 adjacent an edge portion asbest shown in FIG. 3. In this case, flange 60 is positioned below flange46 with the hole patterns formed thereby aligned and screws 65 (see FIG.6) are used to secure both components 40 and 42 to the undersurface ofmember 12. As shown in FIG. 3, when members 40 and 42 are mountedtogether, finger members 64 and 66 are spaced below the undersurface oftop member 12 with ribs 68 extending upwardly. In addition, afterassembly, the distal ends of finger members 64 and 66 stop short of theouter surfaces formed by components 40. Because distal ends of fingermembers 64 and 66 are inboard of the outer surfaces of components 40,the finger members from one table assembly 10 will not interfere withthe finger members of an adjacent table assembly 12 when the tableassemblies are placed closely side to side (see again FIG. 13).

Referring again to FIGS. 1 and 3 and now also to FIGS. 7 and 8, centraldock component 20 generally includes an integral molded structureincluding a bottom wall member 70, front and rear wall members 72 and 74and first and second lateral wall members 76 and 78 that together definea three dimensional rectilinear space or cavity 80 where a central wallstructure 82 divides the cavity 80 into first and second lateral halves.The lateral halves of the cavity are, in at least some embodiments, deepenough to receive and support pens, erasers or other accessories thatcan be used by a student occupying the table assembly 10. In at leastsome embodiments the cavity halves have dimensions to accommodate one ormore different sizes of post it notes. Bottom wall member 70 may formslots 71 in some embodiments. Width and length dimensions of the moldedstructure are slightly smaller than the width and length dimensions ofthe central dock opening formed by top member 12. A rim 79 around thetop edges of the front, rear and first and second lateral side wallsextends outwardly past the dimensions of the central dock opening formedby top member 12. The central wall structure 82 includes first andsecond substantially parallel vertical wall members 84 and 86 that arespaced apart to form a receiving channel 88 as well as a horizontal basewall member 90 that extends between facing surfaces of wall members 84and 86 at a level substantially flush with the top edges of wall members72 through 78. An upper rear wall member 92 extends up from rear wallmember 74 to close off the rear end of channel 88. Component 20 ismounted via a friction fit or via an adhesive within the central dockopening formed by top member 12 as seen in FIG. 1 with the channel 88formed thereby opening upwardly and toward the front edge 26 of topmember 12.

Referring to FIGS. 9 and 11, an exemplary panel assembly or panel 100that is consistent with at least some embodiments of the presentdisclosure is illustrated. Panel 100 is generally a flat and rigid panelstructure including first and second parallel and oppositely facing sidesurfaces 102 and 103 and a rim structure 104. The overall shape of panel100 is rectangular having a length dimension that is longer than a widthdimension. In at least some embodiments the length and width dimensionswill be approximately 23 and 18 inches respectively, although otherdimensions are contemplated. These dimensions have been determined to berelatively optimal for a person to use in their lap while addinginformation to a panel surface via a pen while at the same time beinglarge enough for sharing information with others in a small or largegroup session. In other embodiments the length may be anywhere from 18inches to 30 inches and the width may be anywhere from 14 to 24 inches.

Referring still to FIGS. 9 and 11, in at least some embodiments panel100 includes a structural foam core 109 sandwiched between first andsecond thin layers of steel 105 and 107 where the outer surfaces of thesteel layers are coated with a ceramic whiteboard material suitable forapplying information via a pen or the like. The edge or rim structure104 may be formed using many different resilient materials including butnot limited to polypropylene plastic, rubber, etc.

The rim or edge structure 104 is dimensioned to stand proud of thewhiteboard surfaces 102 and 103 of the panel and to be tightly receivedin the channel 88 formed by the central dock 20 such that when they arefit into the channel 88, the channel operates to hold the panel 100 in asubstantially vertical orientation as shown in FIG. 10. Referring toFIG. 11, the edge or rim structure 104 is dimensioned so that the rim isreceivable in one of the channels 54 formed by one of the dockcomponents 40 and a thickness dimension defined by the oppositely facingsurfaces 102 and 103 is such that ribs 51 and 53 grip surfaces 102 and103 to hold panel 100 in a vertical upright position as shown in FIG.11. Because components 40 and 20 are formed of polypropylene plastic orsome other resiliently deformable material, when a panel edge 104 isbeing inserted or removed from one of the channels 54 or 88, the channelforming walls flex outward to allow insertion or removal. Afterinsertion of a panel, the channel forming walls form a frictionalgripping force.

While FIG. 10 shows all of the exemplary panels 100 with their lengthdimensions arranged horizontally, it should be appreciated that any oneor a subset or all of the panels 100 illustrated may also be supportedby docks 16, 18 or 20 with their length dimensions extending verticallyto facilitate a different affect.

Referring again to FIG. 9, in at least some embodiments panel 100 formsa handle slot or opening 110 along one short edge which can be used tomanipulate the panel with one hand. In at least some cases handleopening 110 is dimensioned so that, referring again to FIG. 3, fingermembers 64 and 66 can pass through the opening with the fingers locatedat different ends of the opening. When a panel 100 is to be stored, thepanel 100 can be stored by passing the fingers 62 and 64 through thepanel opening 110 and allowing the panel to hang down from the fingersgenerally below a lateral edge of the top member 12 as best shown inFIGS. 3 and 12. When properly hung, the handle opening 110 should beinboard of the finger member ribs 68 (see FIG. 3) so that the ribs 68function to inhibit stored panels sliding off the distal ends of thefinger members.

In at least some embodiments the finger members 62 and 64 have a lengthdimension so that they can extend through two or more handle openings110 so that two or more panels 100 can be optionally hung for storage atthe same time (see the two panels hung on the right side of the imagesin FIGS. 3 and 12).

After one or more panels are hung from a pair of the finger members62/64, one of the stored panels can be easily removed using a singlehand. To this end, to remove a stored panel, a person simply places hisfingers in the space between finger members 62 and 64 and pulls slightlyupward and outward at the same time to lift and remove the panel 100from the finger members.

Referring to FIG. 13, a plurality of the table assemblies 10 describedabove with respect to FIGS. 1 through 12 can be arranged side edge toside edge to form arcs about a teacher's lectern/table assembly 300 tofacilitate a large group session. During a large group session, panels100 may be stored as shown in FIG. 12. During individual testing orindividual work sessions, panels 100 may be mounted as illustrated inFIG. 13 to separate work surface space for individual students.

Referring to FIG. 14, the table assemblies of FIG. 13 can also be easilyand quickly rearranged to form small group work spaces 99 within thelarger classroom space. In FIG. 14, two table assemblies 10 have beenarranged with front edges abutting for use by four students arrangedabout oppositely facing rear edges of the assemblies. While panels 100are shown in storage positions below table top members, the panels 100may also be removed and mounted to the side docks 16, 18 on either sideof the arrangement to cause a greater sense of privacy for studentsusing the arrangement.

In addition, the panels 100 may be used by one or more students in thesmall group to present or memorialize information developed by the smallgroup. In this regard, a student may support a panel on the top surfaceof assembly 10 while adding information or may hold the panel in herlap. After information is added to a plurality of panels, the panels maybe mounted to the docks to facilitate further discussion. In some casesfour panels with applied information may be mounted in a four pack alongone side edge of the FIG. 14 arrangement with two portrait orientedpanels in the storage positions below the table tops and two of thepanels received in side docks, also in portrait orientations. Many othertable assembly arrangements are contemplated.

Referring again to FIG. 13 and now also to FIGS. 15 and 16, anotherassembly that is consistent with at least some embodiments of thepresent disclosure includes an easel assembly 150. Easel assembly 150includes a frame structure 152, an accessory trough member 154, a shelfmember 156, first and second upper rail members 158 and 160,respectively, first and second lower rail members 162 and 164,respectively, and a plurality of wheels or casters 166. Frame structure152 includes two A-frame end members 170 and four angled planar supportmembers 172 through 175. In the illustrated embodiment, the A-framemembers 170 are each formed of bent and rigid tubing where lower ends ofthe A-frame members 170 are supported by wheels 170. As in the case ofthe table assemblies described above, wheels 166 may each include alocking mechanisms as well as somewhat tacky floor contacting surfaces.

The support members 172 through 175 are each formed of rigid sheet metaland traverse the distance between the A-frame end members 170 to spacethose members apart. Support member 172 and support member 174 aremounted to one side of the end members 170 with member 172 above member174. Similarly, support member 173 and support member 175 are mounted tothe other side of the end members 170 with member 173 above member 175.The members 172 through 175 may be secured to end members 170 viawelding, mechanical fasteners (e.g., screws, bolts, rivets, etc.), or inany other fashion used in the furniture industry. Once members 172through 175 are mounted to end members 170, each of members 172 through175 forms a planar surface that faces outwardly from assembly 150 andthat extends along a horizontal length dimension of assembly 150.

Referring still to FIG. 15, accessory trough member 154 is supportedalong the top edges of members 172 and 173 and forms a horizontal upperchannel or trough that is designed to receive and hold whiteboardaccessories such as pens, erasers, etc. Shelf member 156 is supportedalong top edges of members 174 and 175 and forms a generally flathorizontal top surface which can be used to store papers or class roomaccessories. In at least some embodiments top support members 172 and173 and trough member 154 may be formed integrally out of a bent pieceof sheet metal to minimize manufacturing costs as well as componentcount. Similarly, in at least some embodiments bottom support members174 and 175 and shelf member 154 may be integrally formed out of bentsheet metal to minimize costs.

Referring again to FIG. 15, each of the rail members 158, 160, 162 and164 is similarly constructed and operates in a similar fashion andtherefore, in the interest of simplifying this explanation, only railmember 158 will be described in detail. Referring also to FIGS. 16 and17, exemplary rail 158 includes an elongated rigid and extruded memberincluding fingers (not labeled) that extend upwardly to form first andsecond upwardly opening parallel channels 180 and 182, respectivelyalong the entire length of rail member 158. The channels 180 and 182have identical dimensions and features in at least some embodiments andare designed to receive and grip an edge portion 104 of a one of thepanels 100 described above. In this regard, rail 158 is formed ofsomewhat flexible and resilient polypropylene molded so that eachchannel 180 and 182 has a width dimension that is similar to a widthdimension defined by rim or edge 104 of a panel 100 as described above.In some embodiments the channel widths are formed such that when a panelrim 104 is received therein, the panel can be slid along the channel todifferent locations there along. Each channel 180 and 182 has a depthdimension designed such that when a panel 100 is received therein, anupper portion of the panel will not easily tip away from the supportmember 172. The rearward tilt of the A-frame members 170 and 172 alsohelps to maintain panels 100 within the channels 180 and 182.

Referring still to FIGS. 16 and 17, rail member 158 is mounted toA-frame end members 170 along a lower edge of support member 172. In atleast some embodiments, support member 172 is bent along a lower edge toform an upwardly opening channel 157 along its length which isdimensioned to receive rail 158 and to retain the rail 158 via afriction fit or via mechanical fasteners (not illustrated). Although notshown, in some embodiments, ribs akin to ribs 51 and 53 (see again FIG.6) formed by component 40 may be formed by rail member 158 to increasethe gripping force on received panels 100. Similarly, rail members 160,162 and 164 are mounted to A-frame end members 170 along lower edges ofsupport members 173, 174 and 175, respectively.

Rails 158 and 162 are spaced apart a distance greater than the lengthdimension of one of the panels 100 to be used with easel assembly 150(see FIG. 18). Rails 160 and 164 are spaced apart in a similararrangement in the embodiment illustrated in FIGS. 15 and 18. In someembodiments the rails will have a length dimension that is a multiple ofthe width dimension of the panels while in other embodiments the raillengths may be generally unrelated to the panel dimensions.

In at least some embodiments the rail channels will be mechanicallyclosed off at their ends so that panels 100 cannot be slid out of thechannels 180 and 182 at the rail ends. In other embodiments, as shown inFIG. 19, the channels 180 and 182 will be open at the rail ends so thatpanels 100 partially received in the channels can cantilever out therefrom to the sides of the assembly 150 if necessary.

Referring to FIGS. 18 and 19, different numbers of panels 100 may besupported by assembly 150 with panels received in the channels of one, asubset or all of the rail members. When a panel is supported by rail158, a lower edge of the rim 104 is received in one of the rail channelsand the panel angles back toward the support member 172 in a generallyvertical orientation. To remove a panel from rail 158, a student orteacher simply grasps the panel and lifts upward until the lower rimportion of the panel is unseated from the channel. In the alternative,where the rail ends are open, a panel may be slid out of the channel ateither end of the rail.

Panels 100 may be supported on the rail members in either portrait orlandscape orientations or combinations thereof. Moreover, because eachrail forms two parallel channels 180 and 182, two layers of panels maybe supported by a single rail (see panel 100 a and panels 100 on the toprail 158 in FIG. 18). In at least some embodiments each of the exteriorsurfaces of support members 172 through 175 is coated with a whiteboardenamel material so that the broad surfaces can be used as additionalwhiteboard surfaces.

Referring again to FIG. 13, at least some embodiments also include awall panel support assembly including a wall mounted track 200 and oneor more slide assemblies 202. Referring also to FIGS. 20 and 21, track200 is an elongated and rigid structure that includes a base member 201,top and bottom wall members 203 and 205, respectively, and top andbottom flange members 207 and 209, respectively. In at least someembodiments all of the members 201, 203, 205, 207 and 209 are integrallyformed via an extrusion process or the like. Base member 201 is a flatelongated member that forms a plurality of mounting holes (notillustrated) that are generally equi-spaced along its length and thatforms upper and lower straight and parallel edges.

Top wall member 203 extends along the top edge of base member 201 to oneside of base member 201 and generally perpendicular to base member 201and forms a portion of a top channel 206 along a distal edge. Similarly,bottom wall member 205 extends along the bottom edge of base member 201to the one side of base member 201 and generally perpendicular to basemember 201 and forms a portion of a bottom channel 208 along a distaledge.

Top flange 207 extends upward and downward along the distal edge of topwall member 203 where the upward portion of the flange forms part of thetop channel 206 and the downward portion of the flange forms part of acentral channel 204 between the top and bottom wall members 203 and 205.Bottom flange 209 extends upward and downward along the distal edge ofbottom wall member 205 where the downward portion of the flange formspart of the bottom channel 208 and the upward portion of the flangeforms part of the central channel 204 between the top and bottom wallmembers 203 and 205.

Referring still to FIGS. 20 and 21, exemplary slide assembly 202includes a mounting structure 220 and a coupling structure 222 that, inat least some embodiments, are integrally formed via casting, molding,or the like out of polypropylene or plastic or some other suitablematerial. Mounting structure 220 includes a base plate member 221, topand bottom wall members 223 and 225 and top and bottom lip members 230and 232, respectively. Plate member 221 is a flat rigid member havingparallel top and bottom edges. Top wall member 223 extends to one sideof plate member 221 generally perpendicular thereto and along the entiretop edge of plate member 221. Similarly, bottom wall member 225 extendsto the one side of plate member 221 generally perpendicular thereto andalong the entire bottom edge of plate member 221. Top lip member 230 andbottom lip member 232 extend from distal edges of top and bottom wallmembers 223 and 225, respectively, toward each other, leaving a gapthere between. The members that form structure 220 are dimensioned sothat lip members 223 and 225 can be simultaneously received in channels206 and 208 formed by track member 200 as shown in FIG. 21.

Referring again to FIGS. 20 and 21, coupling structure 222 is secured toor integrally formed with mounting structure 220 and extends there fromin a direction opposite the direction in which wall members 223 and 225extend. Coupling structure 222 has a construction that is similar to theconstruction of finger members 64 and 66 described above and as shown inFIGS. 1, 3, 4 and 5 so that panels 100 can be coupled to structure 222in a fashion similar to that described above. More specifically,structure 222 includes first and second spaced apart finger members 240and 242 that extend to distal ends. Ribs 244 and 246 are provided on thetop surfaces of the finger members 240 and 242 at the distal ends tohelp retain panels on the fingers after coupling. The fingers 240 and242 may only be long enough to support a single panel 100 or may belonger to support two or more panels 100.

Referring again to FIG. 19, to mount a track 200 to a wall, screws 199are fed through the mounting holes formed by base member 201 and arereceived in mounting holes formed in the wall surface. A cork strip 210may be slid into the central channel 204 where flanges 223 and 225retain the cork strip in channel 204 after installation. The cork strip210 is useful for tacking papers or the like for viewing and also servesto cover the screw heads in channel 204.

Once an assembly 200/202 is slid onto the track as shown in FIGS. 20 and21, the assembly 200/202 can be slid to any location on the tracklength.

Referring now to FIG. 22, at least some systems that are consistent withat least some aspects of the present disclosure include a lectern/tableassembly 300 that may be used by a teacher or other person (e.g., astudent) presenting to a small or large group within a classroom.Exemplary assembly 300 includes a table top member 302, a leg supportstructure 304, a lectern subassembly 306 and a lower shelf assembly 308.Table top member 302 includes a rigid generally rectangular member thatincludes substantially parallel front and rear edge portions 310 and 312and first and second lateral side edge portions 314 and 316,respectively, where a length dimension between the front and rear edgesis greater than a width dimension between the first and second sideedges. For instance, in at least some embodiments, the length dimensionmay be four feet while the width dimension is between 24 and 36 inches.Other dimensions are contemplated. In at least some embodiments a cornerof the top member 302 is notches out to form a notch 320 that extendspart way along the rear edge 312 and that opens to the second side edge316. A space column 311 is formed above the top surface of top member302 as shown in FIG. 22.

Exemplary leg subassembly or structure 304 includes four relativelysimple elongated and rigid leg members 322 having lockable casters orwheels 324 mounted at bottom ends where top ends are mounted to theundersurface of top member 302, one leg member adjacent each of the fourcorners of member 302. The leg members 322 support top member 302 sothat a top surface of member 302 is horizontal. Wheels 38 facilitatemovement of assembly 300 within a classroom space for use in variouslocations.

Referring still to FIG. 22 and now also to FIG. 23, shelf assembly 308is a rigid structure that may be formed out of bent sheet metal or insome other fashion to yield an integral component. In the illustratedembodiment, shelf assembly 308 includes a mounting plate 370, a supportwall 372, a shelf member 374 and a rim member 376. Mounting plate 372 isa flat rigid plate member that forms, among other edges, an elongatededge and that forms a plurality of mounting holes 378. Support wall 372extends from the elongated edge of plate 370 substantially perpendicularto plate 370 or so as to form a slightly obtuse angle therewith down toa bottom edge. Shelf member 374 extends from the bottom edge of supportwall 372 to a side of support wall opposite the side to which plate 370extends and generally parallel to plate 370. Rim member 376 extendsupwardly around the edge of shelf member 374 to form a shallow box-likereceiving space that is upwardly open.

Referring still to FIGS. 22 and 23, shelf assembly 308 mounts to theundersurface of top member 302 via screws that pass through mountingholes 378. In the illustrated embodiment assembly 308 is mounted to theundersurface of member 302 with the elongated edge of plate 370 adjacentand generally parallel to the edge portion that forms the top membernotch 320 such that the shelf member 374 resides at least partiallybelow the notch space 320. Once installed, the shelf assembly 308provides a rimed shelf space for placement of a briefcase, a book bag, acomputer or any other objects that may be useful to a person using thelectern/table assembly 300. While shelf assembly 308 is shown along rearedge 312 and below the notch space 320, shelf assembly 308 could bemounted at other locations such as, for instance, along side edge 316 sothat the shelf would be formed to a side of table top member 302.

Referring again to FIG. 22, lectern subassembly 306 includes an armassembly 350 and a lectern member 352. Referring also to FIG. 24, armassembly 350 includes a rigid arm member 351, a first mountingsubassembly 353, a second mounting subassembly 355, a first pivotsubassembly 354, and a second pivot subassembly 356. Arm member 351includes a bent hollow tube member formed of steel or aluminum that hasa straight lower portion 371, a bent intermediate portion 373 and astraight upper portion 375. The lower portion 371 is approximately onethird to one fifth the length of the upper portion 375 and the bendcauses the upper portion 375 to form a slightly obtuse angle with thelower portion 371. Thus, when arm member 351 is mounted with lowerportion 371 substantially vertical as illustrated in FIG. 24, the distalend that forms the upper portion 375 angles upwardly.

Referring still to FIG. 24, the first mounting subassembly 353 includesa plate member 363 that mounts via screws or other mechanical fasteners(not shown) to the undersurface of top member 302 adjacent an opening(not labeled) formed in member 302. A first turret 361 is integrallyformed with the mounting plate 363 and extends upward through theopening in member 302. Turret 361 forms a central cylindrical openingthat opens upward when mounted to member 302.

The first pivot subassembly 354 includes a pin 365 that that extendsdownward from the lower end 371 of member 351. One or more bushings andBellville washers are provided between lower end 371 and the pin toenable arm member 351 to rotate about the pin 365 after installation.Pin 365 forms a threaded opening in a lower end. Pin 365 is received inthe central cylindrical opening formed by first turret 361 and a bolt367 passes through an opening in an underside of turret 361 into thethreaded opening in the lower end of pin 365. After arm member 351 isinstalled as described above, member 351 can be rotated through 360degrees about an axis 383 formed by pin 365.

Referring still to FIG. 24, second mounting subassembly 355 includes aplate 381 that mounts to an undersurface of lectern member 352 viascrews or other mechanical fasteners (not illustrated). Plate 381 formsa central recess in which a screw head resides upon installation.

Second pivot subassembly 356 includes a second turret 399 that isintegrally connected to the upper distal end of arm member 351 to definea second axis 391 that is parallel to and spaced from first axis 383 byarm member 351. Subassembly 356 also includes one or more Bellvillewashers and bushings as well as a pivot pin that cooperates with acouple of bolts to connect plate 381 to the top end of turret 399 sothat plate 381 and member 352 mounted thereto can rotate through 360degrees about second axis 391.

Referring to FIG. 24, plate 381 includes a top surface that is, in theillustrated embodiment, generally angled slightly with a horizontalplane so that when member 352 is mounted to the top surface of plate381, lectern member 352 likewise includes a top surface that is slightlyangled. Referring also to FIG. 22, a slightly upwardly extending lip 400may be provided around the entire edge of member 352 to help retainmaterials on the top surface of member 352. A larger lip 402 may beprovided along a rear edge of member 352 where the rear edge is alongthe lower portion of member 352. A pencil tray or the like 404 may beprovided along an upper front edge portion of member 352 for retainingpencils, pens, or other accessories.

Referring again to FIG. 22 and now also to FIG. 25, in at least someembodiments lower end 371 of arm member 351 is mounted to top member 302adjacent the second lateral or side edge portion 316 and substantiallymidway between the front and rear edges 310 and 312, respectively asshown. When mounted adjacent edge 316 and midway between edges 310 and312, assembly 300 has been found to be particularly useful. To this end,when so mounted, the lectern assembly 306 is generally disposed at oneend of the table assembly which frees up the second end of the table fora teacher or student to use as a desk or a table at a sitting height.

In addition, when so mounted, the lectern member 352 may be parked tothe side of edge 316 outside the space column 311 (see again FIG. 22) asillustrated in FIG. 25 when a teacher wants to assume a location to theside of the table during a lecture. For instance, referring again toFIG. 13, it may be that a teacher is presenting information via a largewhiteboard 500 near the front of a classroom space and may want to standgenerally to the side of assembly 300 to view the presented informationto the left and to be able to view students within the space to theright. The FIG. 25 lectern position facilitates this type ofarrangement.

Moreover, when so mounted, the lectern member 352 may be parked in alocation where at least a portion thereof is located rearward of spacecolumn 311 and generally above shelf subassembly 308 as shown in FIG.26. In this configuration a teacher can stand behind the table assembly300 and generally face students in a classroom to facilitate aconventional lecture and may have easy access to materials or resourcesthat are stored on the shelf 308 formed there below.

Furthermore, when so mounted, a lectern member 352 may be parked in alocation where at least a portion thereof is located forward of thespace column 311 as shown in FIG. 27. In this configuration a teachercan sit back on the front edge 310 of top member 302 near lectern member352 assuming a position closer to students in the classroom with supportmaterials resting on the top surface of member 352 for reference. Otherlectern to table juxtapositions are contemplated.

Referring to FIG. 28, in at least some embodiments a central dockcomponent 20 a with a slightly different configuration may be providedthat can support panels 100 along front edge 24 as well as down themiddle of top member 12. In this regard, in addition to forming centralchannel 88, component 20 a may form laterally and upwardly openingchannels 88 a and 88 b dimensioned to grip corner portions of a paneledge 104 as described above. In FIG. 28, panels 100 are shown supportedin channels 88 and 88 b while channel 88 a is open.

Referring to FIG. 29, in some embodiments side edge docks 16 a and 16 bas well as storage coupling components (see again 42 in FIG. 6) may bemounted to the undersurface of top member 12 adjacent front edge 24 forsupporting panels 100 in additional storage positions and/or in spacedividing positions adjacent front edge 24. In this case stored panelsbelow front edge 24 also operate as modesty panels. In FIG. 29 a panel100 is shown in dock components 16 a while dock components 16 b is open.

FIG. 30 shows a cross sectional view of a side table dock component 40 athat has a more contoured channel 54 a shape than the dock component 40described above and shown in FIGS. 4 and 6. Like component 40, component40 a includes a mounting flange 46 a, a base wall member 48 a, and afirst and second spaced apart side wall members 50 a and 52 a that formchannel 54 a. walls 48 a, 50 a and 52 a, however, are contoured to forma seat or pocket 69 at the lower end of the channel 54 a that is shapedto receive a lower surface of a panel 100 as well as to form restrictedfacing surfaces 51 a and 53 a at distal ends of wall members 50 a and 52a so that panel 100 can be held in place securely at two locations toreduce lateral wobble.

Above pocket 69 and below the restricted facing surface portions 51 aand 53 a, facing surfaces of wall members 50 a and 52 a define arelatively wide space 67 which is much wider than the thickness of thepanel rim or frame 104. This extra space 67 allows a student to rotatepanel 100 in the plane of the FIG. 30 cross section by applying a forcegreater than a threshold level to a side of panel 100. Frame 104 ridesup the curved pocket 69 and into the wider area 67. As more force isapplied, a panel 100 rotates completely out of channel 54 a and pops outof dock 40 a without damaging the dock 40 a or the panel.

Referring still to FIG. 30, angled lead in and lead out surfaces thatform surface portions 51 a and 53 a minimize insertion and removalforces and also help guide a student to align a panel 100 prior toinsertion.

While one student table top shape is shown in the example describedabove, other useful shapes are contemplated. For instance, the top shapemay be a proper rectangle with 90 degree corners. The shape may have alonger length dimension and accommodate more than two students along arear edge. The shape may accommodate two students along the front edgeas well as two students along the rear edge. In addition, a tableassembly may include two or more central dock components to divide atable top space into more than two spaces for use by more than twostudents.

Electronic Display Embodiments

While the above systems and assemblies have been described as includingwhiteboard type display panels that are useful for sharing informationamong teachers and students, other embodiments are contemplated whereinall or at least a subset of the panels 100 described above may bereplaced by one or two sided flat panel electronic display devices. Forinstance, referring again to FIG. 13, each of the illustrated panels 100may be replaced with a thin (e.g. ⅛th to ½ inch thick) electronicdisplay device for presenting output from software applications that canbe shared. In at least some embodiments the electronic displays mayinclude hardware for sensing interaction with the surfaces thereof sothat each of the display panels can be used as an electronic whiteboard.

As in the case of the non-electronic whiteboard systems described above,in at least some embodiments students may share information by mountingtheir electronic displays to easel 150 or to one of the wall mountedassemblies 202 as described above. In the alternative, students mayshare information on their displays with a small group by mounting thedisplays to the student tables via docks 16, 18 or 20.

Referring again to FIG. 13, in at least some embodiments it iscontemplated that large board 500 may be an electronic display orelectronic whiteboard structure and that a student may be able to flipimages or application output from one of the electronic panels 100 toboard 500 for sharing. When an image is flipped, the flipped image maybe the same size as the original image or may be increased in size forpresentation to the larger group. In the alternative, flipped images maybe added to an “on-deck” queue having a smaller size suitable for closeviewing by a teacher that could then be selected to increase size forviewing by students in the larger classroom space.

What has been described above includes examples of the presentinvention. It is, of course, not possible to describe every conceivablecombination of components or methodologies for purposes of describingthe present invention, but one of ordinary skill in the art mayrecognize that many further combinations and permutations of the presentinvention are possible. Accordingly, the present invention is intendedto embrace all such alterations, modifications, and variations that fallwithin the spirit and scope of the appended claims.

To apprise the public of the scope of this invention, the followingclaims are made:

What is claimed is:
 1. A method for arranging furniture in a system foruse in a classroom, the method comprising: locating a first panelreceiving assembly comprising a receiving channel to define a useposition associated with a top surface of a table assembly, the firstpanel receiving assembly comprising first and second wall membersdefining the receiving channel and a plurality of cavity walls forming acavity adjacent the receiving channel; locating a second panel receivingassembly at a position spaced apart from the first panel receivingassembly associated with the table assembly, the second panel receivingassembly defining a storage position; selectively moving a substantiallyflat panel between the use position and the storage position.
 2. Themethod of claim 1 further comprising the step of locating a third panelreceiving assembly on the table assembly to define a second storageposition.
 3. The method of claim 2 further comprising the step oflocating the third panel receiving assembly at an edge of the tableassembly below a table top.
 4. The method of claim 1, further comprisingthe step of forming a handle in the substantially flat panel.
 5. Themethod of claim 4 further comprising the step of forming the handleadjacent an edge of the substantially flat panel.
 6. The method of claim1 further comprising the step of locating the second panel receivingassembly on an easel assembly.
 7. The method of claim 6 furthercomprising the step of forming a track in the easel assembly.
 8. Themethod of claim 1, wherein the step of locating the first panelreceiving assembly on a table assembly comprises forming an opening inthe top surface of the table assembly.
 9. The method of claim 1 furthercomprising the step of coupling at least one of the first panelreceiving assembly and the second panel receiving assembly to at leastone wheel.
 10. The method of claim 1 further comprising the step offorming a handle opening in the flat panel adjacent an edge portion. 11.The method of claim 1, further comprising the step of supporting thesubstantially flat panel vertically in the use position.
 12. The methodof claim 1, further comprising the step of centering the first panelreceiving assembly in the top surface of the table assembly.
 13. Themethod of claim 1, further comprising the step of locating third andfourth panel receiving assemblies on opposing sides of the tableassembly.
 14. The method of claim 13, further comprising the step oflocating the third and fourth panel receiving assemblies to receive thesubstantially flat panel in a substantially vertical orientation. 15.The method of claim 14, further comprising the step of locating thethird and fourth panel receiving assemblies to receive the substantiallyflat panel in a position beneath the top surface of the table assembly.16. A method for arranging furniture in a system for use in a classroom,the method comprising: locating a first panel receiving assembly todefine a use position comprising a receiving channel opening on the topsurface of a table assembly, the first panel receiving assemblycomprising a central wall structure including first and second wallmembers defining the receiving channel, a third wall member extendingacross the receiving channel between the first and second wall members,and a plurality of cavity walls defining a cavity adjacent the centralwall structure; locating a second panel receiving assembly adjacent anedge of the top surface of the table assembly, the second panelreceiving assembly offset from the first panel receiving assembly, thesecond panel assembly receiving assembly defining a first storageposition below the top surface of the table assembly selectively movinga substantially flat panel between the use position and the firststorage position.
 17. The method of claim 16, further comprising thestep of providing a third panel receiving assembly offset a distancefrom the table assembly.
 18. The method of claim 17, wherein each of thefirst, second, and third panel receiving assemblies is configured toretain the substantially flat panel in a substantially verticalorientation.
 19. The method of claim 17, further comprising the step ofassociating the third panel receiving assembly with an easel.
 20. Themethod of claim 16, further comprising the step of forming a handle inthe substantially flat panel.
 21. The method of claim 16, wherein thecentral wall structure divides the cavity into first and second halves.22. The method of claim 1, wherein the plurality of cavity wallsdefining the cavity include a bottom wall member, front and rear wallmembers, and at least one lateral wall members.
 23. The method of claim22, wherein the cavity is sized and dimensioned to support at least oneof a pen and an eraser.
 24. The method of claim 1, wherein the first andsecond wall members are substantially parallel.
 25. The method of claim1, wherein the panel comprises a rim structure formed of a resilientmaterial.
 26. The method of claim 1, wherein the panel is solid.
 27. Themethod of claim 1, wherein the panel comprises steel.
 28. The method ofclaim 1, wherein the panel comprises whiteboard material on a first anda second oppositely facing side surfaces.
 29. The method of claim 1,wherein the whiteboard material comprises ceramic.
 30. The method ofclaim 1, wherein the second panel receiving assembly comprises first andsecond finger members.
 31. The method of claim 30, wherein the secondpanel receiving assembly comprises a shoulder member, and wherein thefirst and second finger members extend from opposite ends of andperpendicular to the shoulder member.
 32. The method of claim 31,wherein the shoulder member is a flat rigid member.
 33. The method ofclaim 30, wherein the first and second finger members are spaced apart awidth that will accommodate an adult hand.
 34. The method of claim 1,wherein the panel is rectangular, having a length dimension that islonger than a width dimension.
 35. The method of claim 34, wherein thepanel comprises an opening adjacent an edge corresponding to the widthdimension.